Stereotype
A widely held generalization about a group of people, often oversimplified and inaccurate. Unlike prejudice (attitudes) and discrimination (behaviors), stereotypes are cognitive constructs (beliefs).
Stereotypes serve as schemas that help simplify the complexity of the world, but they often lead to biased or distorted representations.
While some stereotypes may be grounded in reality, others are inaccurate, arise from group differences or from cognitive errors like illusory correlations, and lead to prejudicial behavior and self-fulfilling prophecies. This is known as illusory correlation, where a relationship between a person and a group is assumed to exist, when in fact, it does not.
Effects of Stereotypes on Behavior
Social Categorization
Social categorization, as proposed in Social Identity Theory (SIT), involves categorizing people into in-groups and out-groups, often leading to in-group favoritism and out-group bias.
This process simplifies the social environment but also fosters stereotypes.
Case studyJohnson, Schaller, and Mullen (2000)
Aim: To examine the interaction between social categorization and illusory correlation in stereotype formation.
Procedure: Participants read sentences about group behaviors, with some participants assigned to groups (social categorization) before or after stimulus presentation.
Results: When participants were categorized into the minority group before reading the sentences, illusory correlation was eliminated. Categorization after the stimulus had no effect.
Conclusion: Social categorization influences how stereotypes form, particularly by enhancing or reducing illusory correlation.
Evaluation:
- The controlled experimental design allowed researchers to isolate the effects of social categorization on illusory correlation.
- The findings have implications for reducing stereotypes in real-world settings, such as in media representation.
- Lacks ecological validity. The effects might not fully translate to real-world social interactions.
- The study captures immediate effects of social categorization but does not examine the long-term effects on how these effects may persist or change over time.
Self-Fulfilling Prophecy
Stereotypes can influence how people interact with members of a stereotyped group, causing behaviors that reinforce the stereotype.
Case studyRosenthal and Jacobson (1968)
Aim: To explore whether teachers’ expectations could influence students' intellectual performance.
Participants: 320 students, grades 1–6.
Procedure: Teachers were told certain students were "intellectual bloomers" based on a fictitious test. In reality, these students were chosen randomly.
Results: "Bloomers" showed greater IQ gains than their peers, particularly younger students.
Conclusion: Teachers’ expectations created a self-fulfilling prophecy, affecting students’ academic outcomes.
Evaluation:
- Randomly assigned "intellectual bloomers" strengthens the internal validity. Any differences in IQ gains can be attributed to teacher expectations instead of pre-existing ability differences.
- Deception was used which raises ethical concerns.
- The study does not measure how teachers’ behavior changed toward the “bloomers,” therefore, it is unclear what specific actions led to the increased IQ gains.
Stereotype Threat
When people fear confirming a negative stereotype about their group, leading to anxiety that can reduce their performance. This causes the emotional distress known as spotlight anxiety.
Case studySteele and Aronson (1995)
Aim: To investigate the effects of stereotype threat on academic performance.
Participants: 114 black and white Stanford undergraduates.
Procedure: Participants completed a verbal test under two conditions: one emphasizing the test’s diagnostic nature (activating stereotype threat) and one emphasizing problem-solving.
Results: Black participants performed worse in the diagnostic condition but matched white participants in the non-diagnostic condition.
Conclusion: Stereotype threat leads to performance anxiety, confirming stereotypes.
Evaluation:
- The study isolates the impact of stereotype threat by manipulating test instructions, allowing for causal conclusions.
- The results provides evidence of the stereotype threat theory.
- The study has implications for addressing racial disparities in education and testing environments.
- The findings have been replicated, supporting the validity of the study’s results.
- The study was conducted with Stanford undergraduates, a relatively high-achieving sample, which may not represent individuals from different populations. This lowers the generalizability of the sample.
- The study focuses on negative stereotypes affecting performance but does not address whether positive stereotypes (e.g. “asians are good at math”) might create similar effects in different ways.
- It does not fully explore the cognitive or emotional processes that mediate stereotype threat effects and is therefore reductionist in nature.
Confirmation Bias
Stereotypes can lead to selective attention to stereotype-consistent information, reinforcing the schema.
Case studyStone et al. (1997)
Aim: To examine the role of stereotypes in evaluations of athletic performance.
Procedure: Participants listened to a basketball game recording and were shown a photo of a black or white athlete. They then rated the athlete's performance.
Results: Black athletes were rated higher on natural athletic ability, while white athletes were rated higher on intelligence and effort.
Conclusion: Pre-existing stereotypes shaped participants’ evaluations.
Evaluation:
- Findings support the idea that people unconsciously rely on stereotypes when processing information.
- The study does not delve into the cognitive processes behind these biased perceptions.
- The study does not explore whether positive stereotypes might also create pressure or negative consequences for individuals.
